The National Optical Astronomy Observatory’s
Dark Skies and Energy Education Program
Demostrating Light Pollution and Shielding
Grades: 3rd – 12th grade
Overview: This interactive demonstration illustrates the effects of lighting on our view of the night sky and how shielding
can reduce light pollution while at the same time making the lighting more effective. All of the materials are provided in the
Dark Skies Education Kit or can easily be obtained. This demonstration is adapted from an activity on the Paper Plate
Education website: http://analyzer.depaul.edu/paperplate/lights.htm.
Purpose: To demonstrate what constitutes ineffective lighting versus good lighting, by illustrating the effects ineffective
lighting has on safety, energy consumption, cost, and our ability to see the stars.
Objectives: Using the demonstration materials, student will explore the “light footprint” of an unshielded light versus a
shielded light, compare the effectiveness of one versus the other, discuss the ways ineffective lighting affects our lives and
come up with a simple solution that keeps the lights on but directs shielded lights where needed, when needed and at a
reduced wattage and cost, while allowing us to better see the stars.
Time: 15 minutes to do the demonstration. Discussion time can vary.
Materials and Tools:
 Two “mini-lights” (such as the Mini Maglite flashlight)
 Paper cube planetarium (cardboard cube with small hole on one side and pinhole “stars” on the opposite side)
 PVC cap or other items to act as shields
 City mat or white surface
 Optional - picture book with landscapes or city scenes, such as “There Once Was A Sky Full of Stars” by Bob
Crelin
 Optional – figurines about 1.5 inches tall; matchbox cars
Preparation/Prerequisites:
This demonstration is best done when in a completely darkened room (e.g., no light). A room without windows is
recommended. If a room with windows must be used, the windows can be covered with black trash bags (2 layers per
window are very effective). The time required to cover the windows will depend on the number of windows.
Setting up the demonstration itself only takes 5 minutes. It is good to have either the demonstration set up in the middle of the
classroom or to have the students stand around the table where the demonstration is set up.
The two mini-lights should have their reflectors taken off, exposing the bulb (which is very fragile). This “mode” allows one
of the mini-lights to be a streetlight and the second the source of light for the paper cube planetarium.
4”x4” (or 10cm x 10cm) cardboard boxes for the paper cube planetarium can be bought at a local arts and crafts store. A
push pin can be used to place tiny holes on the lid to represent constellations like Orion. And a scissor will be needed to make
a hole just big enough for a mini-light (3/4 of an inch or 2cm) on the bottom of the box. Use black electrical tape to tape the
entire box so that no light leaks out from crevices. Complete instructions for making the box are at the end of this activity.
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The National Optical Astronomy Observatory’s
Dark Skies and Energy Education Program
Demostrating Light Pollution and Shielding
Background Information/Links:
All materials for this lesson and other Dark Skies Rangers activities are available at http://www.globeatnight.org/dsr/.
There are three main types of light pollution:
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Glare is too much background light. Can you see the stop sign or read the sign below it in this image?
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Light trespass is light that spills into an area where it is unwanted. Would you be able to sleep if your bedroom
window faced this neighbor’s light?
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The National Optical Astronomy Observatory’s
Dark Skies and Energy Education Program
Demostrating Light Pollution and Shielding
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Sky glow is lots of light scattering off particles in the air, giving the appearance of a glowing sky. Do you see any
stars in this image?
Image credit: http://www.nightwise.org/examples.htm (no longer in service)
More background on light pollution can be found on the GLOBE at Night website:
http://www.globeatnight.org/learn_light.html
Quality lighting should:
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Maximize the desired effects:
o Good vision
o Good night ambiance
Minimize the adverse effects:
o Energy waste
o Glare
o Light trespass
o Sky glow
Keys to quality lighting:
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Shine the light down.
See the effect, not the source (e.g., no glare).
Light only where and when needed.
Don’t over-light.
Use energy efficient sources.
Shielding can maximize the desired effects of lighting by controlling the light output and minimizing the glare, light trespass,
and light that travels straight up, as illustrated below.
Unshielded fixture
Shielded fixture
Lesson Sequence:
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The National Optical Astronomy Observatory’s
Dark Skies and Energy Education Program
Demostrating Light Pollution and Shielding
Activator: Read/discuss with the class There Once Was a Sky Full of Stars (book by Bob Crelin).
Formative Assessment: Brainstorm facts about light pollution and various ways how it impacts us.
Instructional Strategies: See lesson plan sequence below.
Summative Assessment: Students survey home or neighborhood lighting for examples of good and bad lighting.
Doing the Light Shielding Activity:

Make sure you are in a very dark room with a low ceiling. Set up the
activity on a table with a city mat or white surface.

If you'd like to include a landscape or city scene as part of the demo,
prop open a book (like “There Once Was a Sky Full of Stars”) to the
page with the desired illustration (e.g., a street with light pollution).

Unscrew the reflectors from both “mini-lights” and turn on one of them
(“candle mode”). You can use the reflector ends as a base to stand the
lights on the table.

Place the bulb top of the “mini-light” barely into the big hole at the
bottom of the white paper cube.

With the room lights off, project the “stars” from the white paper cube
onto the ceiling. Observe how many stars you can see and how bright
they appear.

Using the second “mini-light”
as a “street light”, place it on
the city mat on the table (in
front of the open book if you
are using it) and turn on the
“mini-light”.

What do you notice about the number of stars?

Now place the PVC cap (or another shield) above the second “mini-light”
to represent a shielded streetlight.

What differences do you notice with and without the shield? How is your
view of the stars affected? How does the lighting of the area directly under
the lamp change?
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The National Optical Astronomy Observatory’s
Dark Skies and Energy Education Program
Demostrating Light Pollution and Shielding
Questions:
Besides the questions throughout the lesson sequence, have the students discuss their observations and the benefits of
shielded lighting. Note that shielded lighting improves our view of the stars (reduces sky glow), and is safer and more energy
efficient, since it directs light down to the ground, where we want lighting rather than up into the sky. This improves the
quality of life for people, animals, and plants; saves money and energy; and preserves our beautiful dark skies.
Integration:
Content reading skills (cause/effect, main idea/details, or vocabulary) may be reinforced using either online or offline reading
materials to increase the effectiveness of this lesson.
Extensions:
You may want to encourage the students to take part in citizen science projects to measure light pollution (see resources
below) and to write letters to the local newspaper, government, and businesses to encourage the installation of shielded
lighting in their community.
Teacher Resources:
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A simple activity illustrating glare, light trespass, and sky glow shows how light pollution can be remedied by
shielding outdoor lights – http://www.youtube.com/watch?v=nb7eryzSBno
A video demonstration to understand light pollution and their effects on our environment–
http://www.youtube.com/watch?v=dd82jaztFIo
GLOBE at Night – http://www.globeatnight.org/
International Dark Sky Association – http://www.darksky.org/
Astronomical League – http://www.astroleague.org
Astronomers Without Borders – http://www.astronomerswithoutborders.org/
American Astronomical Society – http://www.aas.org
Astronomical Society of the Pacific – http://www.astrosociety.org
The Let There Be Night Program – http://www.lettherebenight.org
Unihedron, the makers of the Sky Quality Meter – http://www.unihedron.com
National Park Service Dark Sky Team – http://www2.nature.nps.gov/air/lightscapes/
On Light Pollution: http://en.wikipedia.org/wiki/Light_pollution and http://www.globeatnight.org/learn_light.html
On Light Pollution Interactive Game: http://www.globeatnight.org/learn_orionsky.html
On Apparent Magnitude: http://en.wikipedia.org/wiki/Apparent_magnitude
On Stellar Magnitude System: http://www.skyandtelescope.com/howto/basics/Stellar_Magnitude_System.html
On Limiting Magnitude: http://en.wikipedia.org/wiki/Limiting_magnitude
On Sky Brightness: http://en.wikipedia.org/wiki/Sky_brightness
On Skyglow: http://en.wikipedia.org/wiki/Skyglow
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The National Optical Astronomy Observatory’s
Dark Skies and Energy Education Program
Demostrating Light Pollution and Shielding
Construction of the Planetarium Box

A 4”x4” (or 10cm x 10cm) cardboard box for the paper cube
planetarium can be bought at a local arts and crafts store. On the top
side, a pushpin can be used to place tiny holes on the lid to represent
constellations like Orion. With a scissor, make a hole just big enough
for a mini-light (3/4 of an inch or 2cm) on the bottom of the box.

Construct the white 4-inch x 4-inch box into a cube by folding the
flaps in. To do this, tuck in the flaps on the lid. The lid is the top side
of the box that has punched out holes representing stars in
constellations like Orion. On the bottom of the box (the other end of
the box), tuck the flaps into the slots, making sure they lie flat.

Using the electrical tape, seal all three sides on the top of the cube
(the side with the star holes punched out). Seal as tightly as possible
to avoid any light leaks at the edges of the cube. Avoid covering the
stars on the lid with tape, if possible.

Seal up the bottom of the box wherever there are seams in the
folding. Make sure to put enough electrical tape not to allow any
light to escape. Avoid covering the big hole on the bottom of the box
with tape.

Test the planetarium box. In a very dark room, take the reflector off
of the mini-flashlight, place bulb just inside the hole on the bottom of
the box. Turn on the flashlight. Make sure no excess light escapes
other than through the punched out holes at the top of the box.
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You are done! Enjoy using the planetarium box in the
“Demonstrating Light Pollution and Shielding” activity.
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